creation. Whilst Davies (1990) states that ‘whether item writing is done by one person or by a working party is incidental’ (p. 13), Jafarpur (2003) clearly disagrees and recognizes that, without team contribution, the isolated test or item writer risks adding him or herself as a test facet. Bachman (2000) extends this view and recommends ‘the development of standards of practice and mechanisms for their implementation and enforcement’ (p. 72).


Task 3


• Based on the recommendations made, to what extent are you able to agree that your own EAP assessment is based on ‘a creative, organic, consensus driven, iterative process’? What could you do to change this situation if your current circumstances are less than ideal?


• In relation to Bachman’s comments, does your department work according to a set of standards of practice and mechanisms for their


implementation?


• If necessary, how could you build a set of standards of practice and what resources could you refer to in order to build these on firm


foundations?


Results into EAP assessment practices of staff (Manning, 2013) suggest that interview respondents from the field of EAP, who are engaged in assessment, attach importance to choosing subject matter in tests connected to the academic field of students’ study, as well as working in collaboration with academics from the relevant academic fields. Both the theme and magnitude of a series of different item results and data sources have shown that respondents who are active in EAP assessment appreciate the importance of involving academic content tutors in the process of EAP assessment (Davidson & Lynch, 2002; Jafarpur, 2003, p. 72).


Task 4


• Describe some of the positive outcomes which you have reached through collaborating with colleagues from other academic disciplines or indeed other EAP tutors within or beyond your own institution.


• How has your collaborative activity enhanced your assessment practice?


• What implications has this had for test takers or other stakeholders?


• How could you harness this information to make a case for additional collaborative activity in the future?


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Chapter 6: Encouraging engagement, collaboration and research in EAP assessment


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